scholarly journals The Effect of Embellishing Facial Selfies on Self-Esteem and Positive Mood

2021 ◽  
Vol 30 (3) ◽  
pp. 127-129
Author(s):  
Hirotsune Sato
Keyword(s):  
Positive Mood ◽  
Self Esteem

scholarly journals Urban Adolescence: The Role of Neighbourhood Greenspace in Mental Well-Being

2021 ◽  
Vol 12 ◽  
Author(s):  
Marie A. E. Mueller ◽  
Eirini Flouri
Keyword(s):  
Physical Activity ◽  
Urban Adolescents ◽  
Negative Mood ◽  
Antisocial Behaviour ◽  
Positive Mood ◽  
Well Being ◽  
Self Esteem ◽  
The Uk ◽  
Mental Well Being

Mental health and well-being in adolescence are associated with many short- and long-term outcomes. The evidence suggests that greenspace may play a role in adolescents' mental well-being, but we do not know much about the specifics of this link. In this paper, we investigated the role of other factors in the association. In a cross-sectional study, we investigated the role of neighbourhood greenspace in emotional and behavioural outcomes in 11-year-old urban adolescents participating in the UK Millennium Cohort Study (n = 4,534). We used linear regression models to test for an association of greenspace with self-esteem, happiness, positive mood, negative mood, and antisocial behaviour. We also investigated effect modification/moderation by garden access, physical activity, and perceived area safety. We did not find a main effect of greenspace, but we did find interaction effects. First, in adolescents without a garden, higher levels of greenspace were associated with lower levels of self-esteem and positive mood. Second, in adolescents who reported lower levels of physical activity, higher levels of greenspace were associated with lower levels of negative mood. Third, in adolescents who perceived their areas to be unsafe, higher levels of greenspace were associated with higher levels of antisocial behaviour. Our findings suggest that merely more greenspace in the neighbourhood may not be sufficient to promote the mental well-being of urban adolescents in the UK. However, greenspace does seem to have an influence under certain conditions which should be investigated further in future studies.

Debriefing in Deceptive Research: A Proposed New Procedure

2007 ◽  
Vol 2 (3) ◽  
pp. 49-59 ◽  
Author(s):  
Malgorzata Oczak ◽  
Agnieszka Niedźwieńska
Keyword(s):  
Learning Experience ◽  
Positive Mood ◽  
Self Esteem ◽  
Negative Consequences ◽  
Positive Attitudes ◽  
Insight Into ◽  
Psychological Experiments

This study examines the effectiveness of a new debriefing procedure designed specifically to address possible negative consequences of participation in deceptive research. The new debriefing includes an extended educational procedure that enables participants to gain insight into relevant deceptive practices and how to recognize and deal effectively with them, and thus end their participation with a positive and beneficial learning experience. The usefulness of the new tool was analyzed in a suggestibility study in which we compared the effects of the standard debriefing and the new procedure in terms of participants' mood, self-esteem, and attitudes toward psychological experiments. The most important result was that at the end of the study subjects who received the new debriefing system expressed more positive mood and more positive attitudes toward research than those who received the standard debriefing system. The implications of these results for generalizing to other kinds of deception research are discussed.

Peer Relationships

2017 ◽  
Author(s):  
Jeffrey J. Martin
Keyword(s):  
Peer Relationships ◽  
Children With Disabilities ◽  
Positive Mood ◽  
Self Esteem ◽  
Self Concept ◽  
Affective States ◽  
Social Settings ◽  
Negative Affective States ◽  
Victims Of Bullying ◽  
Safe Environments

This chapter addresses the relation between sport and peer relationships for children with disabilities. Sport may be particularly valuable as a vehicle for the development of peer relationships, as many children with disabilities struggle with loneliness. Similar to many achievement-oriented social settings, sport can be a vehicle for positive, negative, and neutral experiences. For instance, sport has been linked to enhanced self-esteem, physical self-concept, positive mood states, and high-quality sport friendship. Sport can also mitigate negative affective states, such as loneliness, depression, anxiety, and fear. For example, segregated sport programs provide safe environments where adolescents with disabilities do not have to fear being teased or denigrated by able-bodied participants. However, experiences in integrated sport, with able-bodied children, can be beneficial if instructors create safe environments where teasing and bullying are not allowed. While children with disabilities are often victims of bullying, they can also be bullies in sport settings. Finally, sport experiences can be benign, with no discernible negative or positive ramifications.

scholarly journals State Authenticity in Everyday Life

2016 ◽  
Vol 30 (1) ◽  
pp. 64-82 ◽  
Author(s):  
Alison P. Lenton ◽  
Letitia Slabu ◽  
Constantine Sedikides
Keyword(s):  
European Association ◽  
Real Life ◽  
Positive Mood ◽  
Self Esteem ◽  
Reconstruction Method ◽  
External Influence ◽  
Ideal Self ◽  
Day Reconstruction Method ◽  
Personality Psychology ◽  
Independent Components

We examined the components and situational correlates of state authenticity to clarify the construct's meaning and improve understanding of authenticity's attainment. In Study 1, we used the day reconstruction method (participants assessed real–life episodes from ‘yesterday’) and in Study 2 a smartphone app (participants assessed real–life moments taking place ‘just now’) to obtain situation–level ratings of participants’ sense of living authentically, self–alienation, acceptance of external influence, mood, anxiety, energy, ideal–self overlap, self–consciousness, self–esteem, flow, needs satisfaction, and motivation to be ‘real’. Both studies demonstrated that state authentic living does not require rejecting external influence and, further, accepting external influence is not necessarily associated with state self–alienation. In fact, situational acceptance of external influence was more often related to an increased, rather than decreased, sense of authenticity. Both studies also found state authentic living to be associated with greater, and state self–alienation with lesser: positive mood, energy, relaxation, ideal–self overlap, self–esteem, flow, and motivation for realness. Study 2 further revealed that situations prioritizing satisfaction of meaning/purpose in life were associated with increased authentic living and situations prioritizing pleasure/interest satisfaction were associated with decreased self–alienation. State authenticity is best characterized by two related yet independent components: authentic living and (absence of) self–alienation. Copyright © 2015 European Association of Personality Psychology

The Caring Observer: Creating Self-Compassion through Psychodrama

2015 ◽  
Vol 63 (1) ◽  
pp. 65-72 ◽  
Author(s):  
Connie Lawrence
Keyword(s):  
Positive Mood ◽  
Self Esteem ◽  
Mood States ◽  
The Self ◽  
Self Compassion ◽  
Growing Body ◽  
Healing Agent

A growing body of research indicates that self-compassion and self-esteem contribute to overall optimism and hopefulness. Self-compassion is a more stable and enduring trait in positive mood states, openness, and resilience and is a stronger healing agent for depression, anxiety, self-loathing, and self-injurious behaviors. The Caring Observer is a role created through psychodrama to evoke a warm embrace of the self, the ability to hold one's self in kindness through suffering, and the sense of feeling connected to humanity rather than isolated and ashamed—all traits of self-compassion.

Building Emotional Intelligence for Student Success: A Pilot Study

2019 ◽  
Vol 4 (6) ◽  
pp. 1445-1461
Author(s):  
Amee P. Shah ◽  
Mary Lou Galantino
Keyword(s):  
Emotional Intelligence ◽  
Emotional Regulation ◽  
Communication Apprehension ◽  
Communication Competence ◽  
Emotional Awareness ◽  
Self Esteem ◽  
Preliminary Evidence ◽  
Empowerment Model ◽  
Dyad Interaction ◽  
Relational Management

Purpose Nationwide, upward trends exist in student issues with anxiety, stress, depression, and lowered classroom performance. As emotional awareness and emotional regulation skills are typically not addressed in professional discipline-specific courses, students experience challenges in their academic performance. This pilot research explored the effect of brief targeted classroom practices within an empowerment-based framework on domains of emotional intelligence. Method Twenty-two students in an undergraduate speech-language pathology class received a 13-week, biweekly, 15-min session of empowerment-based worksheet exercises to develop increased self-esteem, emotional awareness and regulation, and communication. Assessments of self-esteem, emotional intelligence, communication competence, and communication apprehension were conducted using validated scales, namely, the Rosenberg Self-Esteem Scale ( Rosenberg, 1965 ), the Quick Emotional Intelligence Self-Assessment ( Mohapel, 2015 ), the Self-Perceived Communication Competence Scale ( McCroskey & McCroskey, 2013 ), and the Personal Report of Communication Apprehension ( McCroskey, 1982 ), respectively. Midsemester and semester-end student reflections were collected. Results Paired t tests were significant in self-esteem and emotional quotient, including subdomains of emotional awareness, emotional management, social emotional awareness, and relational management. Significance was noted in communication competence in the subdomains of dyad interaction, stranger interaction, and acquaintance. Students' reflection showed significant improvement in empowerment and self-rated improvements in confidence, communication, connections with peers, and trust with instructor. Conclusion Preliminary evidence demonstrates positive outcomes with integration of intentional classroom exercises to build emotional intelligence (including emotional awareness and regulation), self-esteem, and communication. This empowerment model may assist faculty in developing effective pedagogical strategies to build students' self-resiliency.

Counseling Adolescents With Hearing Loss Using a Narrative Therapy Approach

2009 ◽  
Vol 19 (2) ◽  
pp. 72-78
Author(s):  
Rebecca L. Nelson Crowell ◽  
Julie Hanenburg ◽  
Amy Gilbertson
Keyword(s):  
Hearing Loss ◽  
Process Evaluation ◽  
Narrative Therapy ◽  
Daily Life ◽  
Hearing Aid ◽  
Self Esteem ◽  
Therapy Approach ◽  
Self Worth ◽  
Counseling Adolescents

Abstract Audiologists have a responsibility to counsel patients with auditory concerns on methods to manage the inherent challenges associated with hearing loss at every point in the process: evaluation, hearing aid fitting, and follow-up visits. Adolescents with hearing loss struggle with the typical developmental challenges along with communicative challenges that can erode one's self-esteem and self-worth. The feeling of “not being connected” to peers can result in feelings of isolation and depression. This article advocates the use of a Narrative Therapy approach to counseling adolescents with hearing loss. Adolescents with hearing loss often have problem-saturated narratives regarding various components of their daily life, friendships, amplification, academics, etc. Audiologists can work with adolescents with hearing loss to deconstruct the problem-saturated narratives and rebuild the narratives into a more empowering message. As the adolescent retells their positive narrative, they are likely to experience increased self-esteem and self-worth.

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